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‘To Know Is to Love?': Language Awareness and Language Attitudes in a Barbadian Classroom

‘To Know Is to Love?': Language Awareness and Language Attitudes in a Barbadian Classroom

Chloe Walker
Copyright: © 2022 |Pages: 19
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch050
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MLA

Walker, Chloe. "‘To Know Is to Love?': Language Awareness and Language Attitudes in a Barbadian Classroom." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 1068-1086. https://doi.org/10.4018/978-1-6684-5682-8.ch050

APA

Walker, C. (2022). ‘To Know Is to Love?': Language Awareness and Language Attitudes in a Barbadian Classroom. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 1068-1086). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch050

Chicago

Walker, Chloe. "‘To Know Is to Love?': Language Awareness and Language Attitudes in a Barbadian Classroom." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 1068-1086. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch050

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Abstract

This chapter explores the relationship(s) between language awareness and language attitudes among second year students at High School X, a prestigious secondary school in Barbados. The analysis of data from a mixed-methods case study reveals findings which suggest that students exhibit moderate levels of language awareness, low levels of ‘active' language awareness, and high levels of ‘passive' language awareness. Further, the students hold ambivalent feelings toward Bajan dialect, positive feelings toward Standard English unanimously, and view Standard English as superior to Bajan. Based on these findings, the chapter considers the most effective place(s) for use of non-standard varieties in Barbadian classrooms, particularly stressing their potential to improve students' language awareness in the social and power domains. The chapter also supports an integrative approach to the teaching of Standard English based on the socio-linguistic complexities of the Barbadian context.

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